SECTION 1: GCCA Certification Overview - TCSG



The Dr. Joe HarlessGeorgia College and Career AcademyCERTIFICATION PROCESSManual FY21IN MEMORYMrs. Diane Poole Blair was an integral part of the development of the Joe Harless College and Career Academy certification process. Diane authored the certification manual and provided leadership to certification teams during the three-year pilot and subsequent implementation phase. Diane’s expertise, insight, dedication to continuous improvement and love of the Georgia College and Career Academy mission and vision greatly influenced the certification work to make it what it is today. Her memory will live through, not only her work in this project, but in the many lives she influenced as an educator, mentor, and life-long learner.This manual is dedicated to memory of Mrs. Diane Poole Blair.July 2, 1942-June 14, 2020GEORGIA COLLEGE AND CAREER ACADEMY CERTIFICATION MANUALTable of Contents TOC \o "1-3" \h \z \u SECTION 1: GCCA Certification Overview PAGEREF _Toc47428041 \h 4Purpose of Certification PAGEREF _Toc47428042 \h 4Levels of Certification PAGEREF _Toc47428043 \h 5GCCA Models PAGEREF _Toc47428044 \h 6Types of GCCA Performance Contracts PAGEREF _Toc47428045 \h 6Self-Assessment PAGEREF _Toc47428046 \h 7SECTION 2: CERTIFICATION STANDARDS AND ASSURANCES PAGEREF _Toc47428047 \h 8Standard 1: Governance and Leadership PAGEREF _Toc47428048 \h 8Standard 2: Strategic Planning and Sustainability PAGEREF _Toc47428049 \h 12Standard 3: Teaching and Assessing for Learning PAGEREF _Toc47428050 \h 14Standard 4: Economic and Workforce Development PAGEREF _Toc47428051 \h 16Standard 5: Performance Contract PAGEREF _Toc47428052 \h 18SECTION 3: Certification Process PAGEREF _Toc47428053 \h 21Confirming Team Members PAGEREF _Toc47428054 \h 21Team Selection PAGEREF _Toc47428055 \h 21Certification Logistics and Orientation Visit PAGEREF _Toc47428056 \h 22Certification Review Procedures PAGEREF _Toc47428057 \h 22Training for Team Members PAGEREF _Toc47428058 \h 23Definitions of Terms Used in Exit Report PAGEREF _Toc47428059 \h 23Exit Conference and Summary Report PAGEREF _Toc47428060 \h 24Final Team Report and Outcomes PAGEREF _Toc47428061 \h 24Next Steps for Academies Recommended for Certification PAGEREF _Toc47428062 \h 25Next Steps for Academies Deferred for Certification PAGEREF _Toc47428063 \h 25Virtual Certification Process During the COVID 19 Pandemic PAGEREF _Toc47428064 \h 26SECTION 4: Appendices PAGEREF _Toc47428065 \h 27Sample Orientation Agendas PAGEREF _Toc47428066 \h 27GCCA Certification FY21 Orientation Visit Worksheet PAGEREF _Toc47428067 \h 28Suggested Topics for CEO Presentation PAGEREF _Toc47428068 \h 29Certification Information Packet PAGEREF _Toc47428069 \h 30Sample External Visit Schedule PAGEREF _Toc47428070 \h 34GCCA Certification Interview Guidelines PAGEREF _Toc47428071 \h 38GCCA Certification Sample Interview Questions PAGEREF _Toc47428072 \h 39Team Member Evaluations PAGEREF _Toc47428073 \h 41Writing Suggestions and Recommendations PAGEREF _Toc47428074 \h 52Preparing the Academy Response Report FY21 PAGEREF _Toc47428075 \h 52Glossary PAGEREF _Toc47428076 \h 54Evaluations PAGEREF _Toc47428077 \h 55Current Georgia College and Career Academies PAGEREF _Toc47428078 \h 59SECTION 1: GCCA Certification OverviewIn May 2011, the Georgia General Assembly passed Senate Bill 161 which requires the Technical College System of Georgia Office of College and Career Transitions to establish a process to allow for Georgia College and Career Academy certification. Senate Bill 348, which was passed in May 2016 defines “certification” as a formal process established by the Office of College and Career Transitions (OCCT) and approved by the Technical College System of Georgia (TCSG) State Board, through which College and Career Academies successfully demonstrate appropriate levels of student achievement, community sustainability, workforce development, and school level governance. This Certification process is designed to provide a high-quality external validation of the implementation of GCCA programs across Georgia and substantive feedback for continuous improvement from a broad spectrum of trained professionals.Senate Bill 348 also defines a College and Career Academy as “a specialized school established as a charter school or pursuant to a contract for a strategic waivers school system or charter system, which formalizes a partnership that demonstrates a collaboration between business, industry and community stakeholders to advance workforce development between one or more local boards of education, a private individual, a private organization, or a state or local public entity in cooperation with one or more postsecondary institutions.”The GCCA Certification process provides Academies with:A comprehensive framework for continually improving student learning and school effectiveness,A particular emphasis on preparing students for both college and careers,A particular focus on preparing students to meet key workforce priorities in the region served by the individual GCCA.On February 6, 2014, the State Board of the Technical College System of GA approved the renaming of the Georgia College and Career Academy Certification process to honor Dr. Joe Harless. The approved name is The Joe Harless Georgia College and Career Academy Certification process. Dr. Harless, a Coweta County resident, was a nationally known expert on learning and achievement. He was instrumental in the formation of Central Educational Center (CEC), Georgia’s first career academy, and was adamant that the model be a community process. The CEC has since drawn visitors from around the world as schools both home and abroad seek to replicate its success.Purpose of CertificationCertification of Georgia’s College and Career Academies was mandated in Senate Bill 161 passed in May 2011 and reaffirmed in Senate Bill 348 passed in May 2016. These bills require that to be certified the GCCA must demonstrate how it accomplishes the following:Increases student achievementProvides for dual credit and dual enrollment opportunitiesAddresses workforce development needsDemonstrates local governance and autonomyIncreases work-based learning opportunitiesArticulates how collaboration among business, industry, and community stakeholders will advance workforce developmentProvides evidence to support Performance Contract renewal Articulates how collaboration among business, industry, and community stakeholders will advance workforce developmentLevels of CertificationPre-CertificationPre-certification is the term used when a new College and Career Academy (CCA) is established or when a CCA is in operation but has not fully implemented the CCA model.??Pre-certification of a CCA indicates that the Office of College and Career Transitions (OCCT) and the certification team are satisfied that the agreement reached between a CCA governing board and its strategic partners relative to the decision-making roles and responsibilities of each partner is sufficient to show the CCA’s capacity to become a high-quality CCA.?In the performance contract renewal process (either for a charter school CCA or for a charter system or SWSS (strategic waivers school system),?pre-certification means that the school is not operating fully as a CCA but has been deemed to have the capacity to become a fully functioning CCA within two years. Before the State Board of Education could grant a renewal to such a school or to its school district, the CCA would need to demonstrate to OCCT during the pre-certification process that certain requirements are in place to “guarantee” the school will be eligible for actual certification within three years. Pre-certification may include monitoring.Full CertificationFull Certification is the term used when an established College and Career Academy has fully implemented the CCA model and met the Certification Standards and Assurances. To obtain full Certification, the CCA works with OCCT to complete the Self-Assessment, schedule and host an external team visit (which could be virtual if external conditions such as the COVID-19 pandemic), and if recommended, seek certification approval from the State Board of Technical and Adult Education. A College and Career Academy must meet full certification or in case or, in case of a newly established CCCA, be “pre-certified,” as one component for the performance initial school or district performance contract approval or renewal by the Georgia State Board of Education.Deferred CertificationDeferred Certification is the term used when an established College and Career Academy has completed the Self-Assessment and hosted the external team visit; however, the team has found serious deficiencies in the Academy’s ability to meet the Standards and Assurances. After the team completes the Exit Report, OCCT representatives determine that the Academy does not currently meet Certification requirement but is capable of doing so within one year (and would be able to complete them prior to the expiration of its charter or its district’s performance contract). TCSG works with the Academy to assure that deficiencies are corrected. When deficiencies have be corrected and required actions have been implemented, TCSG recommends Full Certification to the State Board. Please note that a College and Career Academy must meet full certification as one component for the performance contract renewal by the Georgia State Board of Education.GCCA ModelsCollege and Career Academies in Georgia are developed and operated according to several different models. Descriptions and examples follow. 1. CENTRAL LOCATION:??? Acts as a “hub” with shared students from multiple high schools within the district Examples: CEC in Newnan (&) THINC in LaGrange2. SCHOOL-within-a-SCHOOL: Plans and runs its own programs Examples: Polk Co CCA in Cedartown & Rockmart (&) Hart Co CCA in Hartwell 3. WALL-to-WALL (a.k.a. Whole School Transformation):Multiple “Academies” within a high school that represent small learning communities built around career pathways Example: Morgan Co High School CCA in Madison4. MULTI-DISTRICT:??? A CCA with 2 or more districts participating Example: Griffin Region CCA (w/ Spalding Co, Pike Co, and Butts Co)?Types of GCCA Performance ContractsStand-Alone Performance Contract(s) - GCCA has its own contract between the local Board(s) of Education and the State Board of Education (e.g., Floyd Co GCCA). Part of a Charter System Performance Contract (CSYS )- GCCA is part of a system Charter contract between the local Board of Education and the State Board of Education (e.g., Gordon Co GCCA).Part of a Strategic Waiver School System Performance Contract (SWSS) - GCCA is part of the Strategic Waiver School System contract between the local Board of Education and the State Board of Education with the Governor’s Office of Student Achievement involved in setting target performance goals (e.g., Paulding Co GCCA) .**For information regarding each GCCA’s Performance Contract designation, see page 58 in the Appendices. All CCAs, regardless of the type of Performance Contract, must complete the GaDOE Georgia College and Career Academy Partners’ Roles and Responsibilities Matrix (R and R Matrix), which identifies the members of the partnership and demonstrates the shared decision-making authority of the partners. This document becomes part of the Performance Contract. Self-AssessmentAll College and Career Academies must meet five Standards in order to be a certified College and Career Academy. Each Standard had multiple assurances. While GCCAs must meet all standards, not every Assurance will be applicable to every Academy nor will a “Not Met” on an Assurance result in a “Not Met” on the Standard as a whole. Prior to the OCCT Team Visit to the CCA, appropriate Academy staff members will review each Standard and Assurance and decide whether it is met by the GCCA, not met by the GCCA, or is not applicable to the GCCA. If an Assurance is “not applicable” or “not met” an explanation must be written. Evidence to document the response will be made available for the Team’s review. The self-assessment will also include the GCCA Partner Roles & Responsibilities Matrix which must be customized to the GCCA. SECTION 2: CERTIFICATION STANDARDS AND ASSURANCESStandard 1: Governance and Leadership The GCCA operates under shared governance and leadership that support the Academy’s Performance Contract, maintain liaison with business and industry partners, and fully utilize flexibility to support student performance and school effectiveness. S1-A1Ensure the GCCA has a written mission statement that is focused on workforce development and student success and represents stakeholder needs as defined in the Performance Contract.Suggested Documentation: Performance Contract Application, Academy By-laws, Mission statementS1-A2Comply with Performance Contract requirements, including tracking of annual performance goals; flexibility waiver utilization; governing board training (including any required Local School Governance Team (LSGT) training for GCCAs within a charter system), and (where applicable) fiscal management and administration; and credentials of financial officer.**For a GCCA with its own charter contract, the charter contract must be held by a GA non-profit corporation**Required Documentation for contract renewal (applies only to GCCAs with its own charter contract): Certificate of Incorporation as Georgia Non-Profit CorporationSuggested Documentation: Performance Contract annual report, CFO resume, board meeting minutes, district and/or HR hiring policiesS1-A3Ensure the majority of the GCCA’s governing board members represent business and industry, including Ex-Officio members.Suggested Documentation: Roster of GCCA’s governing board members with title and place of employment, By-laws: “Board Selection and Criteria”S1-A4Implement a consistent process to ensure its activities avoid conflicts of interest.Suggested Documentation: Signed conflict of interest forms, by-laws S1-A5Work in concert with applicable established school processes and procedures consistent with the Performance Contract.Suggested Documentation: Evidence of commonality in strategic planning between GCCA Board and LBOE (meeting minutes, GCCA and LBOE strategic plans), Board meeting minutesS1-A6Review by-laws annually and revise as needed to support the Performance Contract and to define operations and processes required of the GCCA Board, including selection, terms and limits, and removal of members. Suggested Documentation: Governing board by-laws and evidence of changes in by-lawsS1-A7Participate in annual board training in accordance with State Board policy and take responsibility for governance; policy development; and visionary focus; and, if applicable, have fiduciary responsibilities. Suggested Documentation: GCCA policies and by-laws, proof of GCCA Board training specific to governance vs. managementS1-A8Support the autonomy of school leadership to carry out its responsibilities for meeting achievement and instructional goals without micro-managing.Suggested Documentation: Board minutes, leadership team meeting minutesS1-A9Encourage a culture of collaborative learning with business partners, CTAE, core academics, and postsecondary institutions by creating expectations and opportunities for collaboration with and across disciplines.Suggested Documentation: Master schedule, interdisciplinary units of study, interdisciplinary student projects, common planning time schedules, evidence of externships among partners, TKES Goals, professional development forms/plans, lesson plans.S1-A10Conduct on a regular basis an in-depth review of program expenditures to ensure effective use of resources and materials.Suggested Documentation: Annual audit, Perkins expenditures reportingS1-A11Collaborate with postsecondary institutions to ensure that students receive college credits.Suggested Documentation: Agreements with postsecondary partners, GCCA board meeting minutesS1-A12Ensure the CEO of the GCCA has knowledge and training related to workforce and economic development.Suggested Documentation: CEO’s resume, professional development plan, LKES Goals, Board meeting minutes, strategic planS1-A13Ensure the GCCA Roles and Responsibilities Chart reflects any Memoranda of Understanding (MOU) and other agreements among the GCCA, school districts, the local technical college partner, and other higher education, business, and community partners, and that all partners fully execute their roles and fulfill their responsibilities.**School districts that send students to the GCCA must be either: for a GCCA with its own charter contract, included as a party to the charter contract if it is jointly authorized, or included as a party to an MOU with the district(s) holding the GCCA charter or for a GCCA included within a charter system or SWSS contract, included as a party to an MOU with the district holding the GCCA charter. Regardless of which of the above describes the GCCA, the GCCA must provide the approved LBOE resolutions approving the terms of the partnership, along with a copy of the MOU or other agreement describing those terms. The LBOE resolution(s) and MOU(s) agreements must be included as part of the application to the GA DOE**Required Documentation for contract renewal: Resolution(s) from local board(s) of education for partner district(s)Suggested Documentation: Memorandum of Understanding (MOU), other agreements among partners, board meeting minutesS1-A14 ???????? ?If the parties disagree, the parties will pursue a resolution that considers that the district’s LBOE retains control and management over the GCCA while considering the spirit of the GCCA partnership. If the GCCA governing board cannot resolve an issue, the final resolution will come from the district’s LBOE chair, and the resolution of the conflict will ensure that the mission of the GCCA is not compromised nor does it prevent any of the parties from operating according to legal obligations or the individual policies of any party.? ????????? ?Suggested Documentation: LBOE and/or GCCA Board meeting minutes, documented communications between LBOE and GCCA Boards.S1-A15Select, evaluate, transfer, promote, demote, and/or terminate the CEO, if applicable.Suggested Documentation: LBOE and/or GCCA Board meeting minutes, district and/or GCCA HR policies and proceduresS1-A16Select, evaluate, retain, transfer, promote, demote, and/or terminate the principal, faculty, and all other staff, if applicable.Suggested Documentation: LBOE and/or GCCA Board meeting minutes, district and/or GCCA HR policies and proceduresS1-A17Utilize flexibility, including the teacher certification waiver where needed, to provide the best instructors possible.Suggested Documentation: GCCA Board meeting minutes, Certified /Classified Personnel Information (CPI), annual performance contract report, CCRPI ReportS1-A18Align budget priorities with the strategic plan, including personnel, curriculum, supply, equipment, maintenance, and operations costs.Suggested Documentation: Annual Audit, budget planning documentsS1-A19Establish compensation model including salary ranges, bonus or performance-based increases, supplements, and personal and professional leave, health, dental, disability, and other benefit plans offered (other than TRS, which is mandated).Suggested Documentation: District and/or GCCA HR policies and proceduresPersonnel DecisionsS1-A20Ensure the CEO is fully supported in the ongoing efforts at workforce development.Suggested Documentation: Membership and participation in regional/state committees/meetings related to Economic Development/Workforce DevelopmentS1-A21Evaluate the principal (LKES), teachers (TKES) and all other staff.Suggested Documentation: Job descriptionsS1-A22Manage day-to-day human resources, if applicable.Suggested Documentation: Job descriptionS1-A23Manage HR processing, including employment contracts and benefits administration, if applicable.Suggested Documentation: Job descriptionFinancial Decisions and Resource AllocationS1-A24Adopt a budget to fund the implementation of the strategic plan, if applicable, if applicable.Suggested Documentation: Strategic plan, budget documents, WBL partnership agreementsS1-A25Determine the number and type of personnel positions budgeted, including qualifications, roles, and job descriptions, if applicable.Suggested Documentation: Master schedule, Certified/Classified Personnel Information (CPI), job descriptions, resumes, allotment sheetS1-A26Exercise discretion over expenditure for all state and local funds and, as permissible, federal funds, if applicable.Suggested Documentation: Strategic plan, Perkins budget, budget planning documentsS1-A27Establish financial policies and standard operating procedures.Suggested Documentation: Policy manualS1-A28Maintain a reserve fund, if applicable.Suggested Documentation: General fund budget, annual audit, foundation account (as applicable)S1-A29Ensure sound fiscal management and monitor budget implementation.Suggested Documentation: Annual audit, Board meeting minutes, financial reportsS1-A30Ensure GCCA receives all per-pupil and other funding to which it is entitled by agreement with the local district (its fiscal agent) and GCCA partners, including funds for payment of CEO; costs related to facilit(y)(ies), equipment, and furnishings owned by the district for use by the GCCA, including for renovation, maintenance, equipment and furnishings; costs Operational DecisionsS1-A31Hold the CEO accountable for implementing the strategic plan with stakeholders on schedule and within budget.Suggested Documentation: Strategic plan, WBL partnership agreements, CEO goals, Career pathway alignmentS1-A32Provide input into school operations that is consistent with the strategic plan and performance contract goals, including adopting human resources policies, procedures, and handbooks.Suggested Documentation: Facilities plan, workforce development plan, policy manual/handbookS1-A33Establish school partnerships for GCCA growth.Suggested Documentation: Memorandum of Understanding (MOU) with post-secondary partners, Dual Enrollment numbers, WBL numbers, CCRPI: “Pathway Completers”S1-A34Develop communications strategies, including stakeholder surveys, parent involvement, and volunteer support.Suggested Documentation: Stakeholder survey results, newsletters, annual reports, GCCA website, GCCA marketing plan, volunteer rosters, Career Day materialS1-A35Manage transportation decisions, including authority to contract for transportation service, if applicable.Suggested Documentation: Memorandum of Understanding (MOU), budget documentsS1-A36Manage the facility or facilities that are owned and operated by the school system for use of the GCCA, if applicable.**Required documentation for contract renewal: Lease/Other Proof of Ownership, Certificate of Occupancy, Emergency Safety PlanSuggested Documentation: Memorandum of Understanding (MOU), budget documentsS1-A37Maximize the use of the facility among all Academy partners.Suggested Documentation: Facilities use calendar, hosted summer programs/camps, marketing material for events held at the GCCA S1-A38Ensure GCCA receives all per-pupil and other funding to which it is entitled by agreement with the local district (its fiscal agent) and GCCA partners, including funds for payment of CEO; costs related to facilit(y)(ies), equipment, and furnishings owned by the district for use by the GCCA, including for renovation, maintenance, equipment and furnishings; costs related to the internet connections and networking for the GCCA; and any other agreed upon continuing or one-time revenue, if applicable.Suggested Documentation: Budget planning documents, annual budget, GaDOE Roles & Responsibilities Matrix, monthly budget reportsStandard 2: Strategic Planning and SustainabilityThe GCCA maintains and communicates a purpose and direction that fully utilizes flexibility to support a commitment to high expectations for learning as well as shared values and beliefs about teaching and learning.S2-A1Adopt a strategic plan that addresses the GCCA’s specific interim and long-term goals, regularly reviews progress against its goals, identifies strategies to improve its results, and holds itself accountable for implementing improvement strategies and determining impact.Suggested Documentation: School improvement plan, strategic plansS2-A2Provide pathway options that meet employment needs of the region and state and take into account students’ interests.Suggested Documentation: Class offerings, master schedule, waiting lists for programs, workforce development needs assessment of community/regionS2-A3Adopt policies, processes, and procedures to guide the GCCA’s efforts to hire, retain, and place qualified professional and support staff: Suggested Documentation: Board minutes, advisory committee minutes, applicable personnel policiesS2-A4Publicize programs addressing high priority career fields and encourage students to enroll in these programs.Suggested Documentation: Publications, special events, schedulesS2-A5Monitor comprehensive information about student learning and conditions that support learning.Suggested Documentation: CCRPI reports (especially indicators that address college and career readiness), minutes of leadership team and Governing Board team meetings at which student progress was discussedS2-A6Regularly communicate student and school performance data to stakeholders including data on GCCA students vs. general population students.Suggested Documentation: District and GCCA websites and newsletters, open house agendas,media releases, CCRPI reports (specifically indicators that address college and career readiness),minutes of leadership team and Governing Board team meetings at which student progress was discussed, performance data summariesS2-A7Implement a process to receive input from students to increase institutional effectiveness. Suggested Documentation: Minutes from student advisory meetings, student surveysS2-A8Ensure the GCCA actively participates in the Georgia College and Career Academy Network (GCCAN). Suggested Documentation: Conference registrations, membership listsS2-A9Create dual enrollment agreements and maximize dual credit/articulated opportunities with post-secondary partners.Suggested Documentation: Copies of dual enrollment agreements, articulation agreements, and MOUSS2-A10Establish a process to ensure a high degree of collaboration between the GCCA Governing Board and the local board of education.Suggested Documentation: Board minutes showing joint meetings and/or work sessions, MOUs,agendas of joint meetings/training sessionsMarketingS2-A11Adopt and implement a marketing plan that is inclusive in recruitment and retention of all students.**GCCAs must ensure compliance with open enrollment laws and regulations**Required documentation for contract renewal: admissions application (if applicable), student enrollment policies and proceduresSuggested Documentation: Marketing plan, fliers, brochuresS2-A12Develop and maintain a comprehensive, easily accessible website and social media platforms targeting both current and prospective students, businesses and industries, and the local community.Suggested Documentation: Marketing Plan, addresses of social media platformsS2-A13Assure all marketing content is consistent across platforms and that all hard copy materials are of good quality.Suggested Documentation: Websites, social media, catalogs, brochures, etc. S2-14 Collaborate with base high school personnel including administrators, teachers and counselors to assure all are knowledgeable concerning dual enrollment, hands-on training, work-based learning, career pathways, and other opportunities provided in the CCA.Suggested Documentation: Agenda, meeting minutes S2-A15Market internally to students and parents of students in both the middle schools and high schools to include campus tours, career days, and presentations by career academy students and business and industry representatives to assure both students and parents are aware of the unique opportunities at the CCA geared toward future careers.Suggested Documentation: Agendas, power points, advertisements, campus tours career daysS2-A16Provide opportunities for members of the community to participate in activities on the CCA campus.Suggested Documentation: Facility use forms, open houses, parent nightsStandard 3: Teaching and Assessing for LearningThe GCCA’s curriculum, instructional design, and assessment practices fully utilize flexibility to support and ensure teacher effectiveness and student learning.S3-A1Establish and maintain a culture with innovative practices that ensures students are college and career ready with coursework aligned to these expectations. Suggested Documentation: Lesson plans, student products, CTOsS3-A2Instruct and evaluate students on work ethics and employability skills through programs of study, including application of academic knowledge and skills, problem solving, work behavior, critical thinking, teamwork, communications, creativity and innovation, and awareness of the global marketplace.Suggested Documentation: Lesson plans, student products, CTOsS3-A3Use data that goes beyond standardized test scores to identify student learning needs.Suggested Documentation: College Early Alert, career inventories, guidance plan, agendas/minutes of joint meetings with base high school and GCCA staffS3-A4Encourage student participation in career and technical student organizations (CTSOs) and other professional organizations. Suggested Documentation: CTSO rosters, publicationsS3-A5Ensure the GCCA has a strong commitment to instructional practices that includes active student engagement, a focus on depth of understanding, and the application of knowledge and skills. Suggested Documentation: Lesson plans, minutes of interdisciplinary planning sessions, curriculum mapsS3-A6Establish shared accountability for student learning between the Academy and all stakeholders.Suggested Documentation: CCRPI analysis summaries, agendas for meetings with community, Board of Directors, BOE, staff of GCCA and feeder schoolsS3-A7Collaborate with stakeholders to improve teaching and learning. Suggested Documentation: Waiver of flexibility, lesson plans, project-based learning plansS3-A8Ensure all professional growth opportunities are targeted to specific instructor needs. Suggested Documentation: PLC minutes, interdisciplinary plans (project based) S3-A9Ensure high quality and rigorous course descriptions and course syllabi align with TCSG and Career Pathways standards, where applicable, and with industry standards in all cases.Suggested Documentation: Course descriptions, cross-walks of course standards and industry standards, needs assessments for local business and industryS3-10Ensure access to support to address the physical, social, financial and emotional needs of students in the school.Suggested Documentation: Guidance plans, career guidance lessons, description of counseling and social worker services, parent-teacher/guidance staff meeting calendarS3-A11Implement a process to provide career development planning for students.Suggested Documentation: Guidance plans, career guidance lessons, four-year planning documents,description of advisement process (handbooks), advisement handbooksS3-A12Ensure close coordination with students’ home high schools and with technical colleges to address other student needs such as counseling, assessment, referral, and educational planningSuggested Documentation: Transition plans from one grade level to another, planning documents (guidance), minutes of meetings between home high schools and GCCA staffS3-A13Adopt and implement a plan to increase student enrollment and success in courses that offer dual enrollment credits.Suggested Documentation: Dual enrollment agreements, guidance plans,career guidance lessons, CCRPI, MOUsS3-A14Ensure all requirements for delivery of services for English Learner (EL), special education (SPED), gifted, and remedial programs are met.**Review to ensure the GCCA is providing state- and federally-mandated services to students with disabilities, English Learners, gifted students, etc. in all courses offered at the GCCA. If some or all of these services are provided by the district, then the GCCA must provide documentation stating this. If the Certification Team finds that the GCCA is insufficiently providing these services, then the Team must ask for a comprehensive plan from the GCCA on how it will ensure these services will be provided moving forward as required by law.Required documentation for contract renewal: For EL students, the Certification Team should review the following (at a minimum):the diagnostic methods or instruments that are used to identify and assess EL students the instructional program that is provided to EL students.For students with disabilities, the Certification Team should review the following (at a minimum):The school’s practices and procedures to:Evaluate and identify students with disabilities;Develop, review, and revise Individualized Education Programs (IEPs);Integrate special education into the general education program;Ensure that the school facility meets the requirements of other related laws including the Americans with Disabilities Act (ADA) and Section 504;Address student discipline;Handle programming disputes involving parents;Ensure confidentiality of special education records;Purchase services from special education vendors or to contract with your local district to provide a continuum of special education services and how this arrangement will work; andSecure technical assistance and training.Suggested Documentation: English Language Learners/Special Education/Acceleration/ and Remediation program plans, annual state/federal reports, differentiation plansS3-A15Establish curriculum and activities that promote the success of students in the work force, including soft skills, employability skills, and financial literacy.Suggested Documentation: Lesson plans, curriculum guides, course descriptions, course syllabi, master schedule, grade computation (i.e. embedded soft-skills and employability skills grading), student handbook—dress codeS3-A16Establish assessments to determine the success of the workforce development provided by the Academy.Suggested Documentation: Employer surveys, student placement records, advisory board meeting minutesS3-A17Establish methods for monitoring the implementation with fidelity of workforce development curriculum and activities.Suggested Documentation: Employer surveys, student placement records, advisory board meeting minutesS3-A18Select instructional delivery models, including Work Based Learning and online learning platforms (e.g., Georgia Virtual School).Suggested Documentation: Dual Enrollment plan, Work-based Learning plan (WBL), Apprenticeship plan, master schedule, lesson plans, student registrationStandard 4: Economic and Workforce DevelopmentThe GCCA’s Career Pathways, Dual Enrollment, and Postsecondary Certifications fully utilize flexibility to support an alignment to the economic and workforce needs of the community and are driven and evaluated by its business partners.S4-A1Involve community stakeholders in development of the GCCA. (The development of the GCCA is an on-going process).Suggested Documentation: Board meeting minutes, by-laws that support a self-perpetuating Board.S4-A2Actively solicit community and stakeholder input. Suggested Documentation: Board meeting minutes, business/industry/community surveys, strategic planning, pathway advisory committee minutesS4-A3Collaborate with business and industry to ensure program offerings and curriculum are customized to meet their needsSuggested Documentation: System inventory (or donation receipt) Foundation financial statement.S4-A4Promote work-based learning activities and use data to continuously improve the program. Suggested Documentation: WBL Coordinator activities report, WBL mentor testimonials.S4-A5Collaborate with employers to develop work-based learning opportunities for students and GCCA faculty and staff.Suggested Documentation: WBL coordinator activities, CEO/WBL coordinator site visits to employer work sites.S4-A6Utilize data collected from business partners to assure appropriate technical, work ethic, and employability skills are embedded in the curriculum. Suggested Documentation: Board meeting minutes, business/industry/community surveys, Career Pathway Advisory Board MinutesS4-A7Participate in economic development of the region and state to assure that a trained workforce is available.Suggested Documentation: GCCA Leadership Economic Development workshop agendas, CEO/Board participation in Chamber and Economic Development MeetingsS4-A8Ensure the GCCA attracts and welcomes visitors as a function of its role in economic development.Suggested Documentation: Visitor logs, meeting agendas, Chamber recruiting of new businesses.S4-A9Ensure the GCCA governing board and management collaborate to develop career pathways, dual enrollment, and postsecondary certifications which fully utilize flexibility to support an alignment to the economic and workforce needs of the community and are driven and evaluated by its business partners.Suggested Documentation: Meeting agendas, post-secondary course offerings, business/industry surveys, strategic planning, needs assessment S4-A10Ensure that both an industry and a post-secondary presence are reflected throughout in all aspects of the GCCA.Suggested Documentation: Board roster, Advisory roster, WBL partnershipsS4-A11Select technology, instructional materials, and other resources aligned with community workforce development needs.Suggested Documentation: Advisory Board meeting minutes, Perkins 5 Year Review, SKILLS USA/TSA compensationsS4-A12Ensure staff remains current in its ability to meet workforce development needs through high-quality professional development and externships.Suggested Documentation: Teacher Externship opportunities, staff development seminars, advisory board meeting minutesS4-A13Recommend/select curricula aligned to the Pathways, Dual Enrollment, and Post-Secondary Certifications, including any changes in curriculum as needed to improve student achievement, and with the assistance of the school system, to define community workforce needs precisely, including connecting the GCCA with local businesses and assisting in the collection and analysis of jobs-related information that can be used in developing and/or refining the curriculum.Suggested Documentation: Curriculum development committee meeting minutes, course description, Dual Enrollment plan, strategic planS4-A14Create and adopt a strategic plan (including performance goals and measures, and milestones and timelines) that will yield a high quality GCCA that manifests the vision and achieves the mission of the school, including a focus on preparing students to meet workforce needs while integrating academics and advanced career/technical education programs in the school system. Review the strategic plan annually and revise as needed.Suggested Documentation: Strategic plan, meeting minutesS4-A15Ensure Pathways are aligned with dual enrollment and postsecondary options through post-secondary partners.Suggested Documentation: Student 4-year plans, pathway completers, partnership agreements (MOUS), Dual Enrollment planS4-A16Create and maintain a school culture that mirrors the culture of the work force in the community.Suggested Documentation: Student handbook: dress code, Lab set-up, advisory board meeting minutes, business/industry partner signage, GCCA Vision-Mission-Goals, walk-through observations, course descriptions, course syllabi, master schedule, grade computation (i.e., embedded soft-skills and employability skills grading).S4-A17Assure certificates earned are those needed for students to obtain employment. (Serv-Safe for Culinary, CPR for Health)Required Documentation: Documentation from business partners that certificate meets employment criteria.S4-18Ensure partners provide fund-raising support, donated equipment, and/or in-kind services to the GCCA.Suggested Documentation: Letter of acknowledgement which recognizes the fund-raising support, in-kind and/or monetary contributionStandard 5: Performance ContractThe GCCA fully utilizes flexibility provided by a performance contract and can meet annual state academic accountability goals by fulfilling state and federal accountability requirements. Specifically, GCCAs must meet applicable state performance targets. Likewise, GCCAs must fully utilize flexibility to meet innovations, fiscal, and governing board requirements established in its performance contract.S5-A1Meets state performance accountability goals including:The Charter School will increase the number of college credits earned via dual enrollment by 25% by the end of Year 4 contract term unless state funding for dual enrollment is reduced or eliminated. The Charter School will increase by 3% per year during the contract term at least one of the following measures related to work-based learning when reviewing all measures annually:Number of students in work-based learning programs ORNumber of employer sites participating in work-based learning programs ORNumber of blocks of work-based learning successfully completed by students ORNumber of students in work-based learning that is aligned with their pathway. The Charter School will increase by 3% per year during the contract term the number of apprenticeship students participating in dual enrollment unless state funding for dual enrollment is reduced or eliminated. The Charter School will increase by 3% per year during the contract term the number of SB2 (2015) (Post-Secondary Graduation Opportunity) students participating in work-based learning. The Charter School graduation rate, as measured in the Perkins funding accountability, will exceed that of the district and/or state, as measured in a manner prescribed by state regulation, by 3% during each year of its charter term, while the district and/or state rate is 95% or less, and will equal/exceed that rate when the district and/or state rate is greater than 95%. The Charter School will increase the number of students who earn technical certificates or increase the number of students in Technical Certificate programs who earn more than one technical certificate or will increase the number of technical certificates earned by 20% by Year 4 of the charter term unless state funding for dual enrollment is reduced or eliminated.The Charter School will increase the number of students who are employed in a job directly related to technical certificates received, or who are enrolled in additional post-secondary education (or both) within six months of graduation from high school by 20% by Year 4 of the charter term. State data, if not provided specifically for dual enrolled students, will limit the ability to measure this goal, and may cause a need to amend to this goal, to which the parties may agree. Required Documentation: Academic Accountability Matrix from most recent Annual Report, Charter, Charter System, or SWSS contractS5-A2Implement the innovations outlined in the initial Performance Contract. **Review to determine if GCCA has addressed all of the performance goals and measures given its current charter contract or within the SWSS or charter system contract creating the GCCA, and whether the GCCA has met/exceeded these goals and measures.Review to determine if GCCA has implemented the Essential or Innovative Features given in its current charter contract, or within the SWSS or charter system contract creating the GCCARequired Documentation: Operations Matrix from most recent Annual Report, Charter, Charter System, or SWSS contract that created the GCCAS5-A3Maintains fiscal integrity, as applicable, including:Not be in default of loan or bond covenant(s) and/or is not delinquent with debt services payments. AND Achieve a Current Ratio (Working Capital Ratio) that is greater than 1.0 or greater and one-year trend is positive. AND Possess a Debt to Asset Ratio that is less than 95 percent. AND Unrestricted Days Cash (Total Expenses/365) is greater than 45 days and the one-year trend is positive. AND e. Financial Efficiency Rating is 4 Stars or above. AND The Charter School received and submitted to GaDOE by November 1 an annual independent audit with an opinion of the auditor as regards the accuracy of the Charter School’s accounting records, financial position, change in financial position, compliance with rules of various governing entities, including GAGAS (Generally Accepted Government Auditing Standards (the "Yellow Book") or, for those schools not yet converted to GAGAS, compliance with GAAP (Generally Accepted Accounting Principles) that includes: ? An unmodified audit opinion; ? An audit devoid of significant findings and conditions, material weaknesses, or significant internal control weaknesses; ? An audit that does not include a going concern disclosure in the notes or an explanatory paragraph; and ? No other adverse statement indicating noncompliance with applicable laws, rules, regulations, and provisions of the charter contract relating to financial management and oversight. **Review to determine if the GCCA has had any audit findings/deficiencies/material weaknesses. If yes, the Certification Team should ask for a comprehensive plan from the GCCA on how it will resolve these issues and avoid them moving forward.Required Documentation: Financial Accountability Matrix from most recent Annual Report, Financial Audit Report, if applicableS5-A4Implements governing board autonomy with integrity, which includes:Makes decisions at the school governing board level as indicated in the school’s governance matrix (part of the charter contract)Utilizes the autonomy of the Governing Board as it is guaranteed by law regarding personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of school improvement goals and school operations. Follows governance best practices, which are also incorporated into the school’s written policiesComplies with Governing Board Training RequirementsAdheres to Open and Public Meetings and Records lawsReview GCCA website to ensure the following information (at a minimum) is publicly posted in accordance with its performance contract and SBOE Rule 160-4-9-.06:1. Governing Board membership. 2. Governing Board and committee meeting calendar. 3. Meeting agendas for upcoming Governing Board and committee meetings. 4. Meeting minutes for past Governing Board and committee meetings unless the Georgia Open Meetings Act, O.C.G.A. § 50-14-1, limits their publication. Minutes shall be available on the school’s website within ten (10) business days after Governing Board approval and for the duration of the charter. 5. Procedure for contacting the school’s Governing Board and most senior school administrator. 6. Any admissions application utilized by the school and notification of enrollment and admissions procedures, including the date, time, and location of any upcoming enrollment lottery. 7. A summary or line item version of the proposed and adopted annual operating budget pursuant to O.C.G.A. § 20-2-167.1.8. The school’s monthly financial statements. 9. The school’s performance contract.10. Ensures employees and Board Members sign and comply with conflict of interest policiesRequired Documentation: Notices of Governance Board Meetings, Governance Board Meeting Agendas & Minutes, Governance Board Training Agenda & Surveys, Charter Annual Report, Governing Board Policies, By-laws, Signed Conflict of Interest Forms, School WebsiteStandard S5-5Meets Beating the Odds and CCRPI accountability goals as applicable.Required documentation: Academic Accountability Matrix from most recent Annual ReportSECTION 3: Certification ProcessThe Certification process involves a series of events that take place over a period of time. These events/processes include the following components:Selecting and confirming GCCAs to be reviewedDetermining whether a Pre-Certification or a full Certification visit is appropriateSelecting and confirming review team membersOrientation visit to GCCA confirmed for reviewBoard training on certification process and self-assessment conducted by OCCT (required prior to Certification Visit)On-site Team Visit review: analysis, verification, and synthesisExit Conference and oral summary reportFinal team written reportCEO response reportTCSG Office of College and Career Transitions (OCCT) review to determine if the GCCA will be recommended for Certification or if further action is requiredTCSG Board decision to approve Certification for those GCCAs recommendedConfirming Team MembersTCSG’s Office of College & Career Transitions (OCCT) and the Policy, Charter Schools, District Flexibility, and Governmental Affairs Division of the Georgia Department of Education will determine which GCCAs will host Certification in the upcoming fiscal year based on the Academy’s or school district’s performance contract renewal dates. Host Academies have an opportunity to choose preferred dates for hosting the review.The OCCT works with the GCCA to schedule Certification training for their Board members prior to the Certification team visit.The OCCT finalizes the review dates and notifies the Academy by e-mail of the scheduled Certification review The Academy then arranges a date with the OCCT for a Certification orientation visit to be conducted 30-60 days before the team visit. This initial meeting serves as an information session on preparing for the GCCA Certification review.The GCCA Certification Review team is comprised of five reviewers, the team leader, and OCCT staff. Observers may also be present. Team leaders and members are selected by OCCT staff. Team members include representatives from GCCAs and various partnership groups. The OCCT representatives are not part of the review team but coordinate review activities and support both the team and the reviewed academy throughout the review process.Team SelectionThe Office of College and Career Transitions will use these procedures for selecting the team members:CEOs throughout the network are expected to encourage Academy partners, staff, and Board members to volunteer as review team members in Certification reviews. A pool of possible reviewers is established from the volunteers. Volunteer registration can be found here: members will be selected by OCCT personnel and notified of their selection by email. The confirmation will include the name and address of the institution for review, the review dates, assignment of the Standard the individual team members will review, and other relevant details.The OCCT then notifies the Academy leadership of the names and contact information for the team.Each reviewer participates in a training session and a review of documentation related to the Academy’s compliance with the Assurances, stakeholder interviews, discussions and deliberations with other team members, and preparation of the team report.Certification Logistics and Orientation VisitThirty to sixty days before the on-site Team Visit, OCCT staff, DOE representatives, and the team leader will conduct a one-day orientation visit at the Academy. The Academy CEO and staff who will be directly involved in entering data into the Certification portal, postsecondary partners, and the local school superintendent (or designee) are expected to attend. The purpose of this visit is to help the Academy staff plan for the review, to assure they understand the Certification process, and to answer any questions they may have. The Certification representatives will check to see that the workroom is adequate and discuss accommodations and meal arrangements for the team. They will also determine if more than one location will be visited and if so, make arrangements to visit all locations.Certification Review ProceduresThe review will be conducted through analysis, verification, and synthesis of the information provided by the GCCA and uploaded into the Self-Assessment section of the Certification Portal. Reviewers will complete check sheets and detail their findings as necessary. Only when the team has reached consensus regarding compliance of a standard, as determined through data and/or stakeholder interviews, will the measure be reported as MET, NOT MET, or NOT APPLICABLE.Stakeholder groups to be interviewed will vary according to the GCCA model. These groups may include but are not limited to the following:GCCA leadership teamParents and guardians (may also include GCCA alumni)Business/Industry representatives and Postsecondary partners to include representatives from local technical colleges and any other postsecondary institutions partnered with the GCCATeachers not on the school leadership team to include dual enrollment teachersLocal school system Board of Education and GCCA Board of DirectorsSupport and administrative personnel not on the school leadership team, including those who work with student registration, scheduling, and career counseling Personnel from base high school(s) as applicableStudents representing multiple career pathways (may also include GCCA alumni)*All stakeholder interview groups must consist of no less than five representatives!Training for Team MembersTraining for team members will be provided at the Academy at 4 PM prior to Day One of the Certification visit unless otherwise specified. ALL TEAM MEMBERS ARE EXPECTED TO ATTEND TRAINING. During training, the team will become familiar with the review process, as well as the Academy to be reviewed. The Academy CEO will make a presentation to the team regarding general information about the Academy and its strengths and weaknesses relating to the Standards. (See Appendix for information which should be included in the CEO’s presentation.)Participants will attain the following goals:Understand the importance of Certification and the Performance Contract renewal requirements to the GCCA and/or school districtHave a basic understanding of the GCCA Certification Standards and AssurancesUnderstand what adequately documents complianceHave a basic knowledge of the reporting procedures required during the reviewUnderstand team member assignments for the on-site reviewReview interview techniquesPeriodically during the review, the team will convene to ascertain the status of data collection and to compile information for the report. If any of the documentation/data available is deemed insufficient or inadequate, the GCCA will be notified immediately. Further data may then be supplied if available.Individual reviewers analyze documents provided by the GCCA. After the team members conduct the documents review, they verify answers by interviewing GCCA staff, students, and other stakeholders. Individually or in a group, each reviewer informs the team leader and other team members of any problems or gaps in the information provided.When individual assignments are completed, the team meets for reports and synthesis of the gathered information. By consensus, the team determines the final outcome of the review and agrees upon the overall validity of the Academy’s self-evaluation. Team members determine, collectively, what should be included in the exit report.Reviewers may also inform the team of any best practices observed during the review. The team leader and reviewers agree on any items that may need further follow-up during the on-site review, as well as the most appropriate method of documenting the Academy’s best practices.Definitions of Terms Used in Exit ReportFindingsThe Findings section of this report presents the results of the Certification Team's evaluation of the GCCA. Assurances are evaluated individually using MET, NOT MET, and NOT APPLICABLE.The Findings section also includes other types of evaluative comments intended to acknowledge outstanding practices found (Commendations), to suggest areas of opportunity for continued improvement (Suggestions) and deficiencies that must be addressed and corrected by the GCCA (Required Actions). Commendations describe practices that the Academy has initiated or performs at a high level. These practices make a positive difference in terms of the Academy attaining its purpose and are supported by multiple sources of evidence.Suggestions for Improvement describe practices or actions that the Academy may choose to take to improve as supported by multiple sources of evidence. Suggestions are important because they hold the power of helping the Academy during its journey of continuous improvement to meet its mission, vision, and goals. Required Actions describe practices required by the Technical College System of Georgia’s Office of College & Career Transitions and/or the GaDOE’s Office of Policy, Charter Schools, District Flexibility, and Governmental Affairs which were found to be deficient or nonexistent. The Academy must address the Required Actions in accordance with an implementation timeline established by OCCT/GaDOE, and the Academy.Exit Conference and Summary ReportAt the end of the review, the team leader and members discuss the draft report and make any necessary changes. The team leader formally ends the Certification visit through an exit conference with the review team, the chair of the Academy’s Board of Directors, the partnering college(s) president or designee, the superintendent of the local school districts, and the “host” CEO who has the option of inviting other stakeholders to the meeting. All team members are expected to be present for the presentation of the exit report. The team leader presents the report and gives a brief verbal summary of the team’s findings. Individual reviewers may participate in the exit conference as directed by the team leader.The team leader informs the Academy of the date that the final report will be completed, 30-45 working days after the review. Final Team Report and OutcomesAs soon as possible, typically within 30-45 working days following the on-site review, the team leader sends the final report to the CEO of the reviewed Academy. The CEO receives the report and acknowledges it by preparing an Academy response to be returned to the team leader within 30-45 working days. The Academy response is a clarification or commentary written by the CEO in collaboration with the Governing Board, K-12, and other key partners. It may include further information, plans for corrective action, descriptions of changes already made, reactions to the team visit, and/or response appropriate response appropriate to the findings of the team.Reviews and Required ActionsThe team leader prepares a composite report (including a cover letter and both the final team report and the Academy response) and submits it to the Office of College and Career Transitions representative for review.OCCT will evaluate the report as follows:If the Certification review produces Required Actions, an Academy will be asked to complete a specific corrective action or to prepare a plan for corrective action before being recommended for Certification. Since Required Actions may result from numerous problems to a single minor omission, OCCT Required Actions will depend on the apparent extent of the omission or problem and, in part, on comments and clarifications provided in the Academy response.If the review produces no Required Actions, OCCT will approve the report and send it to the TCSG Board for approval.The reviews of the composite report, including the CEO’s response, should be completed no more than 60 working days after the external visit.Recommendations for certification will be submitted to the Technical College System Board of Directors annuallyOCCT Required Actions and suggestions will emphasize continuous improvement. Accordingly, the GCCA should work to ensure that Required Actions are implemented within one year of the Certification review or the time frame required by OCCT and the GaDOE and definitely prior to the date on which the performance contract renewal application is submitted to the GaDOE. When OCCT and GaDOE reviewers determine that the Academy has adequately met all Standards and Assurances, the report and the Required Action for Certification approval will be sent to the Technical College System State Board.*The OCCT and GaDOE will provide support and monitoring to Academies, as needed, to assist the Academy leadership in addressing suggestions and correcting deficiencies noted in the Required Actions.Next Steps for Academies Recommended for CertificationThe GCCA should:Review and discuss the findings from both the Exit and Response reports with all stakeholders.Ensure that plans are in place to embed and sustain the strengths noted in the Commendations.Address or develop a plan to implement the Required Actions noted by the team. GCCAs are required to respond to all Required Actions and Suggestions noted in this report. Required Actions must be corrected; however, Suggestions do not have to be implemented.Consider the Suggestions made by the team to strengthen GCCA’s efforts to improve student performance and academy effectiveness.Contact the GaDOE Policy, Charter Schools, District Flexibility, and Governmental Affairs Division to begin the performance contract renewal process.Next Steps for Academies Deferred for CertificationOCCT/DOE team will meet with CEO and Superintendent(s) to review and discuss the findings from both the Exit and CEO Response reports, as well as how the CCA plans to develop a corrective action plan to implement the Required Actions and consider the Suggestions. This meeting will take place within 4-6 weeks of the team visit and a date will be determined by the OCCT team in collaboration with the CEO. The CCA will submit the corrective action plan and progress reports to the OCCT according to the timeline set at the initial support meeting. OCCT will share the corrective action plan and subsequent progress reports with the DOE Division of District Flexibility, Charter Schools, Policy, and Governmental Affairs. Virtual Certification Process During the COVID 19 PandemicAs a result of the COVID 19 pandemic, FY21 GCCA certifications may take place virtually via WebEx.All academy CEO’s participating in the FY21 certification process will participate in a virtual Template Portal Training meeting in early August. This will be a group meeting for all CEO’s going through the certification process.Individual academy orientation visits will be scheduled for mid-August.Following orientation, each academy will then schedule their certification visit during the FY21 school year. Until further notice, certification visits will also take place virtually. More information will be provided prior to individual visits.SECTION 4: AppendicesSample Orientation Agendas GCCA Certification FY21Sample (Morning) Orientation Visit Agenda9:00 am Arrive at the Academy and meet the CEO9:30 am Tour the facilities and randomly meet faculty and staff 10:00 am Work Session Overview of Certification Process Review Team Schedule and Discussion of Team NeedsSelf-Assessment and DocumentationStandard 5 and Performance Contract Renewal Information Packet/NotebookTCSG Certification PortalOther check sheet itemsTips for a Successful visit Exit ReportQuestions???12:30 pm AdjournGCCA Certification FY21Sample (Afternoon) Orientation Visit Agenda1:00 pm Arrive at the Academy and meet the CEO1:30 pm Tour the facilities and randomly meet faculty and staff 2:00 pm Work Session Overview of Certification Process Review Team Schedule and Discussion of Team Needs Self-Assessment and DocumentationStandard 5 and Performance Contract Renewal Information Packet/NotebookTCSG Certification PortalOther check sheet itemsTips for a Successful visitExit Report—DavidQuestions???4:30 pm AdjournGCCA Certification FY21 Orientation Visit WorksheetITEMYESNO1. Conducted the orientation visit 30-60 days before the team visit2. Determined the “model” of the academy.3. Identified locations to be visited.4. Toured facilities, as needed5. Introduced to faculty and staff (random and informal).The following team requirements have been discussed with the academy CEO6. Workroom--dedicated room to be used by the team. (not to be used as an interview room)7. Workroom must have computers with recommended browser and Internet access for each member and observer. 8. Access to printer9. Office supplies to include pens, legal pads, sticky notes, stapler, etc.10. Tables and chairs11. Two interview rooms for each stakeholder interview time frame. Rooms must be large enough to accommodate the expected number of interviewees (no less than 5), team members, and observers. 12. Name tags for team members and interviewees13. CEO’s Power Point must be pre-loaded before time for presentation at Team trainingThe following arrangements for the team have been discussed.14. Hotel arrangements15. Meals16. ParkingThe following topics have been discussed with Academy personnel.17. Certification Manual 18. Team schedule/customization19. Completion of the Self-Assessment20. The Certification portal26. Documentation/evidence copied to jump drive for team members (and others as needed) Available at training.22. Tips for making documents “user friendly”23. Stakeholder interviews24. Academy evaluation25. Exit Report—who should attend (CEO and selected GCCA personnel, postsecondary partners, Superintendent or designee, and the Academy Board members26. Informational Packets/Notebook27. Exit report due date (30-45 working days from visit)28. CEO response report due date (30-45 working days from the receipt of the team leader’s report)Academy chooses the dates for their Certification visit. Consider the amount of time needed to complete the Self-Assessment and prepare other documentation requested by the team leader and the State staff.Additionally, consider the availability of the persons such as the Board Chair, technical college president, school superintendent, etc., who will need to be available during the visit.Consider the GCCA Board’s access to key documents such as those suggested for CEO’s presentation for Certification team training prior to Certification Board TrainingAt the time of the Certification visit, provide the team with a copy of the current Performance Contract and the application submitted to DOE to get that contract. If the Academy is stand alone, it should have its own contract and application. If, however, the CCA is within a charter system, provide the system contract and the application the system submitted.Suggested Topics for CEO PresentationSuggested Topics to include in CEO Presentation (Not listed in priority order)Why did you choose to have a college and career academy? Within this section, you could provide information regarding your community’s demographics and how you determined a need to have a CCA. This section could include information such as, percentage of high school graduates, percentage of college graduates (4 year and technical college), percentage of residents who work outside your community, status of residents who have “failure to launch” (young adults who still live at home with parents or who are moving in and out of parents’ homes), socio-economic status, size of community, unique features of community, plans for community/education partnership developments, and top industries in the community.What is the district’s mission statement? What is the CCA’s mission statement and how do they align?Discuss your Academy’s performance contract structure and model.Discuss the history of your Academy. Include information about the State Grant, if applicable.How do you define a “college and career student” in your district(s)? How many students are CCA students according to your definition of a CCA student? How many teachers and support staff serve those students? How many CCA instructors are credentialed by each of your postsecondary partners? How many Dual Enrollment students are enrolled by each of your postsecondary partner institutions and what is the breakdown of academic and technical course enrollment per institution?What are the demographics of partnering school district(s)? Examples: total number of schools served by the by the CCA and grade levels, socio-economic status of your district(s)’ students, ethnicity, total student population of the district(s) in grades served.Do you consider employability skills in your grading system for CCA courses? If so, explain how you do this and if not, explain why you do not include them?Discuss the data in the Enrollment Data Tables and the Career Pathways Table in the Certification Information Packet/Notebook section of the Certification Manual. Discuss the success of your students relative to their earning Associate degrees and Technical Certificate of Credit.Discuss your business/industry partnerships, highlighting Work-Based Learning Opportunities that align with the students’ pathways, mentoring, guest speakers, job-shadowing, teacher externships, in kind and financial contributions (i.e., providing a teacher, lab space, training, monetary contributions, equipment, etc.)Discuss the success of your CTSOs.Discuss your CCA’s/partnering school district(s) unique programs and services, including wrap around services/partnerships that benefit students and maximize their potential for success.Does your district and/or CCA have a 501-C3 and if so, what is your fundraising strategy? How do you solicit student feedback, not only in student interest for program offerings and the need for academic support, but also in the need for non-academic support?What are the results of any self-evaluations of your CCA? For example, SWOT analysis (Strengths, Weakness, Opportunities, and Threats), SOAR analysis (Strengths, Opportunities, Aspirations, and Resources), etc.Discuss the Organizational structure of the district(s) and the CCA. Discuss the composition of the Board of Directors, including any Ex-Officio members. Also explain the process for selecting and removing Board members, and how terms and limits are determined.Discuss best practices and challenges at your Academy.Certification Information PacketCertification Information Packet/Notebook FY21Directions: Please assemble the following information:Collect, organize, and place documents identified below into a packet or notebook for:The (5) Certification Team MembersThe (1) Team Leader The (2) TCSG Office of College & Career Transitions AdministratorsAny potential Observer(s)Deliver the completed packets/notebooks to the team’s training location prior to the training.Packet (or) Notebooks should include:GCCA By-LawsGCCA Board Contact RosterDistrict and GCCA Organization ChartGCCA Strategic Plan or portion of District Strategic Plan that incorporates GCCA workGCCA or District CCRPI Report (whichever is applicable)Copy of the CEO’s presentation to the teamExamples of GCCA marketing materialsCopies of GCCA partnership MOUs Explanation of process taken to establish GCCA culture/climate among students, parents, and communityCEO’s Annual Evaluation Process/InstrumentGCCA’s Annual Report as required by the Georgia Department of Education, including Roles & Responsibilities MatrixCopy of the current Performance Contract Job description for CEOFact Sheet containing the following information:Academy modelType of Performance ContractGrade levels servedTotal high school student enrollment per HS in district(s)*See attachment 1: ENROLLMENT DATA TABLE CURRENT TERM and ENROLLMENT DATA TABLE FY 20GCCA student enrollment per high school (includes Dual Enrollment students; Work-Based Learning/internship/apprenticeship students)*See attachment 1: ENROLLMENT DATA TABLE CURRENT TERM and ENROLLMENT DATA TABLE FY 20 GCCA student enrollment numbers (home-school, private school, and neighboring district students)*See attachment 1: ENROLLMENT DATA TABLE CURRENT TERM and ENROLLMENT DATA TABLE FY 20Career Pathway offerings, student enrollment in each pathway, and number of pathway completers in each pathway*See attachment 2: CAREER PATHWAYS TABLEENROLLMENT DATA TABLE---PREVIOUS TERMDirections: Complete the table below as follows using data for the PREVIOIUS TERM.Column A - List the name of all high schools in your district (s).Column B - Indicate the number of students enrolled in each.Column C - Indicate the number of Dual Enrollment Students enrolled in each school.Column D - Indicate the number of Work-based Learning Students enrolled.Column E - Indicate the number of internship/apprenticeship students enrolled. Column F - Indicate the total GCCA enrollment from each feeder high school.Column G - Indicate the number of home school students.Column H - Indicate the number of private school students.Column I - Indicate the number of neighboring district students attending the GCCA (identify base school/district)Finally, indicate the total of each Column in the last row of the table.(A)High Schools in District(B)TotalEnrollment(C)Dual Enrollment#Students(D)# WBLStudents(E)# Internship/ApprenticeStudents(F)Total GCCAEnrollment(G)# HomeSchoolStudents(H)# Private SchoolStudents(I)# NeighboringDistrict Students TOTAL*add rows as neededCAREER PATHWAYS TABLEDirections: Column A - List all pathways offered at the GCCA. Please be sure to include and identify any pathway(s) that are locally developed.Column B - Indicate the number of students enrolled in each pathway.Column C - Indicate the number of pathway completers in the appropriate columns. Finally, indicate the total enrollment and completers in the last row.(A)Pathway(B)Enrollment(C)CompletersPrevious TermCurrent TermFY19FY20TOTALSSample External Visit ScheduleGeorgia College and Career AcademiesSample External Team Visit Schedule FY21OrientationTimeTeam Events (Location)Who Meets4:00 pmTeam members meet at the Academy for training and CEO’s PresentationAll team members, observers, and CEODay 0neTimeTeam Events (Location)Who Meets8:00 amArrive at school—team workroomAll team members8:15 am—8:45 amQ&A with CEO—team workroomAll team members9:00 am—10:00 amBrief tour of AcademyAll team members10:00 am—11:00 am Team meeting to prepare for interviews and review Assessment documentationAll team members11:15 am—12:15 pmStake Holder Group Interviews-Session 1Group A: Business & Industry Representatives & Postsecondary PartnersGroup B: Teachers (to include base high school teachers, counselors, and principals) All team members divided into two groups12:20 pm—12:50 pmLunch All team members 1:00 pm—1:55 pmStakeholder Group Interviews: Session 2Group A: Members of the GCCA Board of Directors and local school board(s)Group B: Students (Can include alumni)All team members divided into two groups2:00 pm—2:55 pmTeam meeting-team workroomAll team members3:00 pm – 3:55 pmStakeholder Group Interviews: Session 3Group A: Parents (Can include parents of alumni)Group B: Academy AdministratorsAll team members divided into two groups4:00 pm - 5:00 pmTeam meeting--team workroomAll team membersDay TwoTimeTeam Event (Location)Who Meets7:45 amCheck out of hotel—arrive at school—team workroomAll team members8:15 am—9:15 amTeam meeting—team workroomAll team members 9:20 am—10:25 amTeam members conduct any needed follow-up with appropriate staff to finalize verification of Standards and Assurances and complete documentation review10:30 am—11:45 amTeam members assist team leader in preparing the oral exit reportAll team members11:45 am—12:15 pmLunch provided by the AcademyAll team members12:30 pm—1:00 pm Team presents oral exit reportAll team members and selected GCCA staff to include representative from Academy Board, School Board, School Superintendent, postsecondary partnersGeorgia College and Career AcademiesSample Virtual External Team Visit Schedule (FY 20)—2 dayVirtual Day 1: TimeTeam Events (Location)Who Meets8:00 am—8:15 amArrive in Virtual Space-team meetingAll team members8:15 am—9:15 amTeam members meet in Virtual Space for trainingAll team members, observers, and CEO9:15 am —9:45 amCEO’s PresentationAll team members, observers, and CEO9:45 am—10:30 amBrief virtual tour of Newton College & Career AcademyAll team members10:30 am—11:00 amQ&A with CEOAll team members11:00 am—12:00 pm Team meeting to prepare for interviews and review Assessment documentationAll team members12:00 pm—12:45 pmLunch All team members 12:45 pm—1:00 pmTeam meeting-virtual space All team members 1:00 pm—1:45 pmStake Holder Group Interviews: Session 1Group A: Business & Industry Representatives & Postsecondary PartnersGroup B: Teachers (to include base high school teachers, counselors, and principals) All team members divided into two groups1:45 pm—2:00 pmTeam meeting-virtual space All team members 2:00 pm—2:45 pmStakeholder Group Interviews: Session 2Group A: Members of the GCCA Board of Directors and local school board(s)Group B: Students (Can include alumni)All team members divided into two groups2:45 pm—5:00 pmTeam meeting and work session—virtual spaceAll team membersVirtual Day 2:TimeTeam Events (Location)Who Meets8:00 am—8:15 amArrive in Virtual Space-team meetingAll team members8:15 am—9:00 am Team meeting to prepare for interviews and review Assessment documentationAll team members9:00 am—9:45 amStakeholder Group Interviews: Session 3Group A: Parents (Can include parents of alumni)Group B: Academy AdministratorsAll team members divided into two groups9:45 am—11:30 amTeam meeting and work session—virtual spaceAll team members11:30 am—12:30 pmLunch All team members12:30 pm—1:30 pmTeam members conduct any needed follow-up with appropriate staff to finalize verification of Standards and Assurances and complete documentation review1:30 pm—2:30 pmTeam members assist team leader in preparing the oral exit reportAll team members2:30 pm—3:00 pmTeam presents oral exit reportAll team members and selected GCCA staff to include representative from Academy Board, School Board, School Superintendent, postsecondary partnersGCCA Certification Interview GuidelinesInstructions:Each interview group will complete a sign-in sheet listing, as appropriate, the names, titles, and Academy affiliation of each interviewee. The team leader will provide this form for each group. Please follow the following tips when conducting each interview session.Remember that your task is to ask questions and gather information from the interviewees specific to the Standards and Assurances. Please do not allow the conversation to stray off track or use this time to discuss your organization or to give suggestions for improvement when deficiencies are being discussed. Start Promptly!!! Opening remarks: The purpose of this interview is to gain insight into this College and Career Academy’s operation and success from those who represent its stakeholders—YOU. Your comments will help the team corroborate or cross check information the school has provided us. No one’s name or individual comments will be shared in the team’s report.Encourage everyone to speak.Ask team members to introduce themselves by giving their names and telling where they are from.Ask all interview participants to introduce themselves by giving their names and their connection with the Academy.Be sure the sign-in sheet is complete.Pre-select or compose interview questions before the interview begins. Questions should be open-ended and not YES/NO questions.For each interview group, leave about two minutes for a closingThank those who participated in this interview for sharing their thoughts and ideas.End Promptly!!!GCCA Certification Sample Interview QuestionsGroup: GCCA & Local School Board Members, Superintendent, Academy CEO In your own words tell us what this College and Career Academy (GCCA) is seeking to achieve.How well is it doing achieving its mission and vision?Describe the working relationship between school leadership and Board members.How does this GCCA interact with and relate to students’ base or home schools?How does this GCCA’s governing board fulfill its responsibilities per its Performance Contract?How does the school district support teachers and students in this school?Give an example that shows this GCCA’s instructional program is valued by and meets the needs of the community.How does the district ensure that this GCCA has sufficient human, material, and fiscal resources in place to implement its curriculum and meet the needs of students?How does the district ensure access to instructional technology and professional development for teachers in this GCCA?What processes are used to monitor and ensure quality of teaching and learning in this GCCA?Group: All Academy Staff (teaching and non-teaching staff)In your own words, what is the mission of this GCCA seeking to achieve?How well is it achieving its mission?What do you view as its strengths?What do you view as areas in which it needs to improve?How do this school’s leaders guide its operation?Give an example of how staff are enabled to collaborate and share responsibility for improving student learning.Give an example of professional development opportunities that have been offered to you.If you could suggest it, what single improvement to this GCCA would you make?How accessible are instructional technology and professional development opportunities for staff in this school?How are you involved in helping this school plan and meet its improvement goals?Teachers OnlyDescribe the teaching and learning that occurs in this GCCAHow does this GCCA ensure equity of learning opportunities for all students?How do school leaders monitor and provide feedback on instruction to teaching staff?In your view, does this GCCA have sufficient human, material, and fiscal resources to implement its curriculum and meet the needs of its students?What kinds of support services and student-led organizations are made available to meet the needs of students in this GCCA? To what extent are these sufficient?How do school leaders communicate information about student learning and achievement of the school’s goals?Group: Parents and Community StakeholdersWhat do you view as this GCCA’s strengths?What do you view as areas in which it needs to improve?How does this GCCA foster effective relationships with its stakeholders outside of the staff?How do school leaders involve stakeholders outside of the staff in decision making? To what extent do you think this GCCA is preparing students for 21st century careers and further education?If you could suggest it, what single improvement to this GCCA’s program would you make?In your view, to what extent does this GCCA have sufficient resources (human, financial, material) in place to meet the needs of all students?To what extent are sufficient support services and student-led organizations made available to meet the needs of students in this GCCA?How are you informed of this GCCA’s improvement goals and its students’ success?What suggestions for improvement goals would you like to see considered by this GCCA?Group: StudentsWhat do you think the GCCA is trying to accomplish for students?What do you like most about the GCCA?What would you improve?How do students balance their work/activities between this GCCA and their base school?What opportunities do students have to be leaders in this GCCA and help make decisions about what they learn?How do students know what they are expected to learn here?How are students evaluated in classes and on the job?If a student needs support or assistance in a class, with a conflict between here and the base school, what can the student do?How closely does what you learn at the GCCA match what you perform on the job? (for students participating in work-based activities)Group: Business, Industry, and Community Partners1. How are you involved in development of the GCCA?2. Do you feel the GCCA serves a role in economic development?3. Describe how your business/industry, organization has a presence in the GCCA.4. Are the students you hire prepared for the work force? Do they have needed soft skills/work ethics?5. Describe the collaboration between the GCCA and business and industry to develop work-based learning opportunities for students, faculty and staff.Team Member EvaluationsAcademy Name______________________________________ Date______________ Name of Team Member____________________________________________________Team Member Evaluation of Standard 1Standard 1: The GCCA operates under shared governance and leadership that support the Academy’s Performance Contract, maintain liaison with business and industry partners, and fully utilize flexibility to support student performance and school effectiveness.Indicate your response by circling whether you find the Assurance to be Met, Not Met, or Not Applicable.S1-A1—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A2—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A3—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A4—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A5—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A6—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A7—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A8—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A9—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A10—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A11—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A12—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A13—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A14—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A15—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A16—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A17—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A18—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A19—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A20—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A21—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A22—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A23—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A24—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A25—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A26—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A27—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A28—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A29—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A30—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A31—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A32—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A33—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A34—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A35—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S1-A36—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S1-A37—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________ S1-A38—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________ Academy Name______________________________________ Date______________Name of Team Member____________________________________________________Team Member Evaluation of Standard 2Standard 2: Strategic Planning and SustainabilityThe GCCA maintains and communicates a purpose and direction that fully utilizes flexibility to support a support a commitment to high expectations for learning as well as shared values and beliefs about teaching and learning.Indicate your response by circling whether you find the Assurance to be Met, Not Met, or Not Applicable.S2-A1—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S2-A2—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S2-A3—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S2-A4—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S2-A5—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S2-A6—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S2-A7—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S2-A8—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S2-A9—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S2-A10—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S2-A11—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S2-A12—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S2-A13—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S2-A14—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S2-A15—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S2-A16—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________Academy Name______________________________________ Date______________Name of Team Member____________________________________________________Team Member Evaluation of Standard 3Standard 3: Teaching and Assessing for LearningThe GCCA’s curriculum, instructional design, and assessment practices fully utilize flexibility to support and ensure teacher effectiveness and student learning.Indicate your response by circling whether you find the Assurance to be Met, Not Met, or Not Applicable.S3-A1—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S3-A2—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S3-A3—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S3-A4—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S3-A5—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S3-A6—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S3-A7—Met Not Met NANotes: _____________________________________________________________________________S3-A8—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S3-A9—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S3-A10—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S3-A11—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S3-A12—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S3-A13—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S3-A14—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S3-A15—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S3-A16—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S3-A17—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S3-A18—Met Not Met NANotes:_____________________________________________________________________________Academy Name______________________________________ Date______________Name of Team Member____________________________________________________Team Member Evaluation of Standard 4Standard: Economic and Workforce DevelopmentThe GCCA’s career pathways, dual enrollment, and postsecondary certifications fully utilize flexibility to support an alignment to the economic and workforce needs of the community and are driven and evaluated by its business partners. Indicate your response by circling whether you find the Assurance to be Met, Not Met, or Not Applicable.S4-A1—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S4-A2—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S4-A3—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S4-A4—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S4-A5—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S4-A6—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S4-A7—Met Not Met NANotes:_________________________________________________________________________________________________________________________________________________________________S4-A8—Met Not Met NA NotesNotes:_______________________________________________________________________________________________________________________________________________________________S4-A9—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S4-A10—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S4-A11—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S4-A12—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S4-A13—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S4-A14—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S4-A15—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S4-A16—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S4-A17—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S4-A18—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________Academy Name______________________________________ Date______________Name of Team Member____________________________________________________Team Member Evaluation of Standard 5Standard 5: Performance ContractThe GCCA fully utilizes flexibility provided by a performance contract and can meet annual state academic accountability goals by fulfilling state and federal accountability requirements. Specifically, GCCAs must meet applicable state performance targets. Likewise, GCCAs must fully utilize flexibility to meet innovations, fiscal, and governing board requirements established in its performance contract. Indicate by circling your response as to whether you find the Assurance to be Met, Not Met, or Not Applicable.S5-A1—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S5-A2—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S5-A3—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________S5-A4—Met Not Met NANotes:________________________________________________________________________________________________________________________________________________________________S5-A5—Met Not Met NANotes:_______________________________________________________________________________________________________________________________________________________________ Writing Suggestions and RecommendationsGCCA Certification FY21If the team determines the GCCA does not meet an Assurance, a NOT MET must be given and a Finding and Required Action must be written. The Academy must correct a Required Action. Example:Standard 1, Assurance S1-A3—Ensure the majority of the GCCA’s governing board members represent business and industry. Finding: The team finds that of the seven members on the Academy’s Board of Directors, only three represent business and industry. (This is a clear violation of the Assurance; therefore, a NOT MET is given and a Required Action is written.)Required Action: The team requires that the Academy restructure its Board of Directors to ensure the majority of its members represent business and industry. If the team determines that the GCCA minimally meets an Assurance, a MET is given; however, the team may write a Suggestion as to how the GCCA may improve in this area. The GCCA must respond to Suggestions; however, these are not violations of an Assurance; therefore, no action must be taken. However, the Academy must respond to suggestions in the CEO’s response report.Example: Standard 4, Assurance S4-A10—Ensure than an industry presence is reflected throughout in all aspects of the GCCA.Finding: The team finds some evidence of an industry presence in the GCCA; however, the team believes that this should be increased.Suggestions: The team suggests that industry presence be increased throughout the Academy to include all business and industry partners and other employers as well.NOTE:All Required Actions and Suggestions must be directly linked to an Assurance and must be agreed upon by the team members. Items discussed by the team but not related to an Assurance may be part of the oral exit report but not the written report.Preparing the Academy Response Report FY21The Academy Response Report is a clarification or commentary written by the CEO. It may include further information, plans for corrective action, descriptions of changes already made, reactions to the team visit, or whatever response is appropriate to the findings of the team.Priority should be given to correcting/resolving Required Actions as these represent failure to meet Certification Assurances. Suggestions should also be considered and addressed in the Response Report as the team believes these Suggestions will enhance the effectiveness of the Academy, its operations, and its ability to better serve students and the community by developing a trained work force.The Academy Response Report is composed of four parts: Title page to include name and address of the Academy and dates of the Certification visitDocument cover page written by the CEO of the AcademyInstitution’s response to Required Actions (if applicable) Institution’s response to Suggestions (if applicable)Each Required Action or Suggestion should consist of three parts:Re-state the Required Action or Suggestion from the team report. If you are addressing more than one Required Action or suggestion, assign numbers to each Required Action and suggestion. (Required Action #1 or Suggestion #1 followed by the re-stated Required Action or suggestion)Response: Write a clear narrative response to the Required Action or suggestion. Be sure the response addresses how and when the concern depicted in the Required Action or Suggestion was or will be resolved.Documentation: Provide documentation to reflect how and when the Required Action or suggestion was addressed. Types of documentation may include, but are not limited to, letters, memoranda, financial statements, purchase orders, work orders, and even photos, if appropriate.Required Actions or Suggestions and their corresponding documentation should be placed together. Place documentation for each Required Action or Suggestion directly behind each response. Do not place supporting documentation together at the end of the response report. Email the complete report including documentation to the team leader (davidmccurry126@) and copy it to Jenny Williams (jwilliams@tcsg.edu).GlossaryCCA—College and Career AcademyCCRPI—College and Career Ready Performance IndexCTO—Career Technical OrganizationsGaDOE—Georgia Department of EducationGCCA—Georgia College and Career AcademyLBOE—Local board of educationMOU—Memoranda of UnderstandingOCCT—Office of Career and College Transitions (TCSG)R and R Matrix—College and Career Academy Partners’ Roles and Responsibilities MatrixSWSS—Strategic Wavier School System Performance ContractWBL—Work based learning Evaluations GCCA Certification Review – 2020HOST ACADEMY POST-VISIT EVALUATIONInstructions:Complete the items below regarding your participation in preparation for and during the recent Certification visit. Provide information from your perspective to help us improve the Certification and External Review Team plete/fill in each item. Detach this form and give it to Diane or Jenny at the end of the visit or attach your completed evaluation to an email and send it to both of the following:David McCurry, Team Leader > davidmccurry126@ Jenny Williams, Office of College & Career Transitions > jwilliams@tcsg.eduYour Affiliation: (select one)_____ Academy CEO_____ Board chair/member_____ Faculty/staff_____ OtherWhat would you do to Improve each of these process components:Orientation_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Self- Assessment Process?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________External Review Process?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What benefits did this Academy receive by participating in the GCCA Certification process?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What do you suggest to improve the overall process?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How can we enhance the Portal to be more user friendly?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________THANK YOU! GCCA Certification Review – FY21EXTERNAL REVIEW TEAM MEMBER POST-VISIT EVALUATIONInstructions:Complete the items below regarding your participation during the recent GCCA Certification External Review Team. Provide information from your perspective to help us improve the Certification and External Review Team process.Please complete this form at the end of the Certification visit and give it to Jenny Williams or David McCurry.Your Affiliation: (select one)_____TCSG Staff_____ College & Career Academy Staff_____ Technical College Staff_____GCCA Business/Community PartnerList your Employer and your Position______________________________________________________________________What would you do to Improve each of these process components:Team Training Process?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Review Process?______________________________________________________________________________________________________________________________________________________________________________________________________________________________Stakeholder Interview Process?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What benefits did you receive by participating as a GCCA Certification Review Team Member? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What do you suggest to improve the overall process?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Please recommend questions to add to the stakeholder interviews.THANK YOU!Current Georgia College and Career AcademiesGeorgia College and Career Academies Operating, 2020-21Key: C=Conversion Charter School, S=Start-up Charter school, CSY=Charter System, SWSS=Strategic Waiver SystemSorted by Charter Term End# AllCollege and Career AcademiesDistrict ServedPost-Secondary PartnerCCA TypeTCSG Cert. StatusContract Term EndsLength of Current Contract Term (in years)System CodeSchool Code1Athens Community and Career AcademyClarke CountyAthens Tech, UGACSYRec for Cert2021562960212Atlanta College and Career AcademyAtlanta Public SchoolsAtlanta TechCSYPre-Cert review20215761?3Baldwin College and Career AcademyBaldwin CountyCentral Georgia TechCSYReview ends 3/24/20202021560560044Liberty College and Career AcademyLiberty CountySavannah TechCSYCertified2021568960045Tift County CCA Tift CountySouthern Regional Technical CollegeCSYReview ends 3/10/202020215737?6Commodore Conyers CCA Dougherty CountyAlbany Tech, Albany State, Darton StateSRec for Cert2021564760607Griffin Area College and Career AcademySpalding County, Butts County, and Pike County Southern Crescent Tech, UGA, Gordon StateSCert review2021572660948Heart of Georgia College and Career AcademyDublin City and Laurens County Oconee Fall Line Tech, Middle Georgia State, GA Military CollegeSPre-Cert 2021968760069Newton College and Career AcademyNewton CountyGA Piedmont TechSReview ends 3/26/202020215707600210Rockdale Career AcademyRockdale CountyGA Piedmont TechSCertified; Rec for Cert20215772600211Worth County CCAWorth CountySouthern Regional Technical CollegeSWSS?20215759?12Broad River College and Career AcademyMadison CountyAthens TechCSYCertified - TBR AY2120225695600213Warren County Career AcademyWarren CountyOconee Fall Line TechCSYTBR AY2120225749600214Northwest Georgia College and Career AcademyWhitfield County and Murray CountyGA Northwestern Tech, Dalton StateSCertified - TBR AY2120225755010515Jones County CCA Jones CountyCentral GA TechSWSSTBR AY2120225684?16Lanier Charter Career AcademyHall CountyLanier TechSWSSPre-Cert - TBR AY2120225669600217Paulding County CCA Paulding CountyChattahochee TechSWSSTBR AY2120225710600918Cairo High School and College and Career AcademyGrady CountySouthern Regional TechC Certified20235665105019Decatur Career Academy Decatur CityDevry, GA Piedmont TechCSY?202310773600120Fitzgerald High School CCABen Hill County?CSY?20235609?21Wiregrass Regional College and Career AcademyCoffee CountyWiregrass GA TechCSYCertified20235634011422Academy for Advanced StudiesHenry CountyClayton State, Gordon State and Southern Crescent TechSCertified20235675600223Bartow College and Career AcademyBartow CountyGA Highlands, Chattahoochee TechSCertified20235608600424Effingham College and Career AcademyEffingham CountySavannah TechSCertified20235651600525Floyd County College and Career AcademyFloyd CountyGeorgia Highlands, GA Northwest Tech, Berry CollegeSCertified202310657600126Golden Isles Career AcademyGlynn CountyCoastal Pines Tech, College of Coastal GASCertified202310663600827William S. Hutchings College and Career AcademyBibb CountyCentral GA Tech, Mercer, Helms CollegeCCertified20245611609928Hart College and Career AcademyHart CountyAthens TechCSYCertified20245673?29Central Educational CenterCoweta CountyWest GA Tech, Bainbridge State, Thomas Univ.SCertified202410638600230Houston County College and Career AcademyHouston CountyCentral GA TechSCertified20245676030031Chattahoochee Valley AcademyChattahoochee County Columbus Tech, Columbus State CSYTBR AY2120255626600332Putnam County College and Career AcademyPutnam CountyCentral GA tech, Georgia College, GA Military CollegeCSYPre-Cert review AY21202510 (5-year CSY review in 2020)717600333Polk County College and Career AcademyPolk CountyGA Northwestern Tech, GA HighlandsSCertified202557156009 601034Southeastern Early College and Career AcademyVidalia City and Toombs, Montgomery, and Treutlen CountiesSoutheastern TechSCertified20255738600435ThINC College and Career AcademyTroup CountyWest Georgia Technical College, LaGrange CollegeSCertified20255741600136Calhoun City College and Career AcademyCalhoun CityGA Northwestern TechCSYCertified20265765305037Gordon College and Career AcademyGordon CountyGA Northwestern Tech, Dalton State, Georgia HighlandsCSYPre-Cert review AY21202610664600238Morgan County CCA Morgan CountyAthens TechCSY?20265704?39Sims Academy of Innovation and TechnologyBarrow CountyLanier TechCSYPre-Cert review AY21202610607690040Douglas County College and Career InstituteDouglas CountyWest Georgia TechSPre-Cert 2026106486048 ................
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